A problem with the concept of classroom control as it is frequently used is that it has too many overtones and connotations. This review differentiates among several aspects of teacher leadership behavior that could be included in the concept of teacher control: (1) specific response to deviant behavior. (2) characteristics of the teacher's emotional relationship to the class, and (3) the teacher's structuring of the classroom (i.e., limits imposed on freedom of choice). A precise conceptualization of teacher control is offered based on the concept of boundary control from social systems theory. Research studies on teacher leadership in the classroom are examined for findings relevant to the concept of teacher control as precisely defined. A major distinction is emphasized between the concepts of teacher warmth or emotional responsiveness and teacher control.
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